run
New member
- Joined
- Dec 27, 2008
- Messages
- 466
- MBTI Type
- INTP
- Enneagram
- 5w4
I've been thinking for a long long time about this. My first question would be "what is the value of feelings?" This is a thick question. When is it appropriate to keep them in mind, and when does it hinder teaching? How do we define "hurt feelings"? A kid could be hurt by the lightest reproach, and I don't think the teacher should always change for the student. Also, aren't feelings subjective? I think they matter but they are subjective. Meaning, we can't know what they are. We can't know how a kid will feel, but I think it matters. I believe in not only logical morality, but objective morality. Yes, thats an apparent oxymoron/contradiction/whatever. But, trying to logically understand why feelings matter is still very difficult for me.
Once we know the answer to those questions, we can choose between two approaches to teaching.
the A way -- care about people's feelings. My therapist, once, when his daughter came home 4 hours late, said "I'm so angry at you, I'll talk to you in the morning." He advocates "respectfully reaming someone out". I'm curious what this means.
the B way -- don't care. Respect is redefined. My marching band director takes this stance, and its obvious. "What happens on the field stays on the field. It's not personal." This view I don't understand, because I've never spoken to her about it.
I don't think it's feeling-centered. If its not feeling-centered, then how do make sure to mind them, while teaching? I've had ADD for a long time, and I've forgotten so many things, missed so many directions. I would strain and try to pay attention, but sometimes I just couldn't process information. I felt like a real idiot.
Once we know the answer to those questions, we can choose between two approaches to teaching.
the A way -- care about people's feelings. My therapist, once, when his daughter came home 4 hours late, said "I'm so angry at you, I'll talk to you in the morning." He advocates "respectfully reaming someone out". I'm curious what this means.
the B way -- don't care. Respect is redefined. My marching band director takes this stance, and its obvious. "What happens on the field stays on the field. It's not personal." This view I don't understand, because I've never spoken to her about it.
I don't think it's feeling-centered. If its not feeling-centered, then how do make sure to mind them, while teaching? I've had ADD for a long time, and I've forgotten so many things, missed so many directions. I would strain and try to pay attention, but sometimes I just couldn't process information. I felt like a real idiot.